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Are Existing Mobile Writing Applications for Writing Difficulties Sufficient?

Yıl 2023, Cilt: 10 Sayı: 5, 19 - 40, 01.09.2023

Elif Polat Ebru Albayrak Sinan Hopcan Yunus Emre Baştuğ Simge Cepdibi Sıbıç Esra Örs Hava Ayaşlı İrfan Başkurt

https://doi.org/10.17275/per.23.73.10.5

Öz

Students who struggle with writing may also struggle academically. Mobile applications play a vital and supportive role in addressing this issue. The purpose of this research is to examine mobile writing applications and to gather the opinions of teachers and experts on these applications in order to support the writing skills of 1st and 2nd-grade primary school students. In this way, the strengths and weaknesses of the existing applications will be evaluated, and a projection will be kept on the mobile writing application that should be. The researchers applied qualitative and quantitative methods. In order to reveal the needs in question, a number of applications from the Android and IOS stores were reviewed using a rubric devised by the researchers. Semi-structured interviews were conducted to gather opinions from primary school and special education teachers and subject matter experts in primary and special education. The study revealed the insufficiency of targeted applications to support writing skills, particularly regarding accessibility, audio, and visual elements. This finding emphasizes the need for new mobile applications to eliminate the limitations. This study provided vital insights into building a mobile application for addressing writing difficulties that might satisfy the needs. The results of this study include suggestions that will shed light on future research on mobile writing applications.

Anahtar Kelimeler

mobile writing application writing skills primary school students writing difficulties names

Destekleyen Kurum

This study was supported by the Scientific Research Projects Unit (BAP) of Istanbul University-Cerrahpasa (Project number: SBA-2021-35496).

Proje Numarası

Project number: SBA-2021-35496

Kaynakça

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  • Admodisastro, N., Fung, C. K. & Hamid, S. S. A. (2021). Evaluation of disleksia belajar mobile app for assisting dyslexic junior school students to learn the malay language. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 2230-2235. https://doi.org/10.17762/turcomat.v12i3.1172
  • Ahmetovic, D., Bernareggi, C., Mantegazza, I., & Mascetti, S. (2021). WordMelodies: An inclusive mobile app supporting the acquisition of literacy skills. In Proceedings of the 18th International Web for All Conference (pp. 1-5). https://doi.org/10.1145/3430263.3452443
  • Akbayrak, K., Vural, G., & Ağar, M. (2021). The Experiences and Views of Special Education Teachers Towards Distance Education Throughout Coronavirus Pandemic Period. İnönü University Journal of the Faculty of Education, 22(1), 471-499. https://doi.org/10.17679/inuefd.863029
  • Ansari, M. S., & Tripathi, A. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information studies and libraries, 2(1), 33-41
  • Ariffin, M. M., Tengku-Othman, T. Z. N. Aziz, Mehat, M. & Arshad, N. I. (2018). DysgraphiCoach: Mobile application for dysgraphia children in Malaysia. International Journal of Engineering & Technology, 7(436), 440. https://doi.org/10.14419/ijet.v7i4.36.23912
  • Aşkın, O. (2016). Visual communication problems of digital children's Book applications in preschool education and Application recommendation. (Master's thesis), Işık University. https://hdl.handle.net/11729/1118
  • Avila-Pesantez, D., Vaca-Cardenas, L., Rivera, L. A., Zuniga, L., & Avila, L. M. (2018). Athynos: Helping children with dyspraxia through an augmented reality serious game. In 2018 International Conference on eDemocracy & eGovernment (ICEDEG) (pp. 286-290). IEEE. https://doi.org/10.1109/ICEDEG.2018.8372351
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  • Belson, S. I., Hartmann, D., & Sherman, J. (2013). Digital note taking: The use of electronic pens with students with specific learning disabilities. Journal of Special Education Technology, 28(2), 13-24. https://doi.org/10.1177/016264341302800202
  • Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015). Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades. 4-9. Computers & Education, 81, 154-168. https://doi.org/10.1016/j.compedu.2014.10.005
  • Bonneton-Botté, N., Fleury, S., Girard, N., Le Magadou, M., Cherbonnier, A., Renault, M., Anquetil, E., & Jamet, E. (2020). Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom. Computers & Education, 151, 103831. https://doi.org/10.1016/j.compedu.2020.103831
  • Cavus, N., & Ibrahim, D. (2009). m‐Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91. https://doi.org/10.1111/j.1467-8535.2007.00801.x
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Yıl 2023, Cilt: 10 Sayı: 5, 19 - 40, 01.09.2023

Elif Polat Ebru Albayrak Sinan Hopcan Yunus Emre Baştuğ Simge Cepdibi Sıbıç Esra Örs Hava Ayaşlı İrfan Başkurt

https://doi.org/10.17275/per.23.73.10.5

Öz

Proje Numarası

Project number: SBA-2021-35496

Kaynakça

  • Abdüsselam, M. S. (2019). Using Augmented Reality Technology to Improve Arabic Writing Skills. In Proceedings Book 7th International Conference on Instructional Technology and Teacher Education (pp. 635-641). https://doi.org/10.15370/maruifd.758398
  • Admodisastro, N., Fung, C. K. & Hamid, S. S. A. (2021). Evaluation of disleksia belajar mobile app for assisting dyslexic junior school students to learn the malay language. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 2230-2235. https://doi.org/10.17762/turcomat.v12i3.1172
  • Ahmetovic, D., Bernareggi, C., Mantegazza, I., & Mascetti, S. (2021). WordMelodies: An inclusive mobile app supporting the acquisition of literacy skills. In Proceedings of the 18th International Web for All Conference (pp. 1-5). https://doi.org/10.1145/3430263.3452443
  • Akbayrak, K., Vural, G., & Ağar, M. (2021). The Experiences and Views of Special Education Teachers Towards Distance Education Throughout Coronavirus Pandemic Period. İnönü University Journal of the Faculty of Education, 22(1), 471-499. https://doi.org/10.17679/inuefd.863029
  • Ansari, M. S., & Tripathi, A. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information studies and libraries, 2(1), 33-41
  • Ariffin, M. M., Tengku-Othman, T. Z. N. Aziz, Mehat, M. & Arshad, N. I. (2018). DysgraphiCoach: Mobile application for dysgraphia children in Malaysia. International Journal of Engineering & Technology, 7(436), 440. https://doi.org/10.14419/ijet.v7i4.36.23912
  • Aşkın, O. (2016). Visual communication problems of digital children's Book applications in preschool education and Application recommendation. (Master's thesis), Işık University. https://hdl.handle.net/11729/1118
  • Avila-Pesantez, D., Vaca-Cardenas, L., Rivera, L. A., Zuniga, L., & Avila, L. M. (2018). Athynos: Helping children with dyspraxia through an augmented reality serious game. In 2018 International Conference on eDemocracy & eGovernment (ICEDEG) (pp. 286-290). IEEE. https://doi.org/10.1109/ICEDEG.2018.8372351
  • Battal, Ş., & Kılıçkaya, A. (2017). The examination of mobile applications developed for pre-school children. IX. International Educational Research Association Congress, Ordu, (pp. 884-892). https://www.researchgate.net/publication/323177912
  • Belson, S. I., Hartmann, D., & Sherman, J. (2013). Digital note taking: The use of electronic pens with students with specific learning disabilities. Journal of Special Education Technology, 28(2), 13-24. https://doi.org/10.1177/016264341302800202
  • Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015). Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades. 4-9. Computers & Education, 81, 154-168. https://doi.org/10.1016/j.compedu.2014.10.005
  • Bonneton-Botté, N., Fleury, S., Girard, N., Le Magadou, M., Cherbonnier, A., Renault, M., Anquetil, E., & Jamet, E. (2020). Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom. Computers & Education, 151, 103831. https://doi.org/10.1016/j.compedu.2020.103831
  • Cavus, N., & Ibrahim, D. (2009). m‐Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91. https://doi.org/10.1111/j.1467-8535.2007.00801.x
  • Chau, C. (2014). Positive technological development for young children in the context of children's mobile apps. PhD Dissertation. USA: Tufts University. https://www.proquest.com/openview/7e99e8b40f42acc1f731872f61a7a654/1?pq-origsite=gscholar&cbl=18750
  • Chung, P. & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27–36.
  • Connelly, V., Dockrell, J. E., Barnett, A. L., & Lane, G. (2012). Children challenged by writing due to language and motor difficulties. (Ed. Virginia Wise Berninger). Past, present, and future contributions of cognitive writing research to cognitive psychology, 217-245. New York: Psychology Press.
  • Corkett, J. K., & Benevides, T. (2016). iPad versus handwriting: Pilot study exploring the writing abilities of students with learning disabilities. Journal of International Special Needs Education, 19(1), 15-24. https://doi.org/10.9782/JISNE-D-15-00011.1
  • Creswell, J. W., Hanson, W. E., Plano Clark, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264. https://doi.org/10.1177/0011000006287390
  • Creswell, J., & Plano Clark, V. L. (2007). Understanding mixed methods research. In J. Creswell (Ed.), Designing and conducting mixed methods research (pp. 1-19). Sage Publishing.
  • Cumming, T. M., & Draper Rodríguez, C. (2017). A meta-analysis of mobile technology supporting individuals with disabilities. The Journal of Special Education, 51(3), 164-176. https://doi.org/10.1177/0022466917713983
  • Czyzewski, A., Odya, P., Grabkowska, A., Grabkowski, M. & Kostek, B. (2009). Smart pen: New multimodal computer control tool for dyslexia therapy. SIGGRAPH'09: Posters, 54. ACM. https://doi.org/10.1145/1599301.1599355
  • Çakıroğlu, B. (2020). The Effect of Typography on Mobile Application Design and Its Investigation in the Context of Legibility and Readability Concepts. Design Informatics, 2(2), 75-82. https://dergipark.org.tr/tr/pub/te/issue/66501/675725
  • Çankaya, B., & Girgin, S. (2018). The effect of augmented reality technology on the academic success of science course. Journal of Social and Humanities Sciences Research (JSHSR), 5(30), 4283-4290.
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  • Hopcan, S., & Tokel, S. T. (2021). Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia. Education and Information Technologies, 26, 3967-4002. https://doi.org/10.1007/s10639-021-10440-3.
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  • Khan, M. F., M. A. Hussain, K. Ahsan, M. Saeed, A. Nadeem, S. A. Ali, N. Mahmood, & K. Rizwan (2017). Augmented Reality Based Spelling Assistance to Dysgraphia Students. Journal of Basic & Applied Sciences, 13, 500–507. https://doi.org/10.6000/1927-5129.2017.13.82.
  • Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile apps for reflection in learning: A design research in K‐12 education. British Journal of Educational Technology, 47(1), 184-202. https://doi.org/10.1111/bjet.12224
  • Martens, M., Rinnert, G. C., & Andersen, C. (2018). Child-centered design: developing an inclusive letter writing app. Frontiers in psychology, 9, 2277. https://doi.org/10.3389/fpsyg.2018.02277
  • Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85. https://doi.org/10.1016/j.compedu.2013.04.021
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  • Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing: An Interdisciplinary Journal, 25(3), 641–678. http://doi.org/10.1007/s11145-010-9292-5
  • Notari, M. P., Hielscher, M., & King, M. (2016). Educational apps ontology. In D. Churchill, et al. (Eds.), Mobile learning design (pp. 83-96). Singapore: Springer. http://dx.doi.org/10.1007/978-981-10-0027-0_5
  • Ok, M. W., Kim, M. K., Kang, E. Y., & Bryant, B. R. (2016). How to find good apps: An evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in School and Clinic, 51(4), https://doi.org/244-252. 10.1177/1053451215589179
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  • Parastar Feizabadi, M., Yazdchi, M., Ghoshuni, M. & Hashemian, P. (2013). A brief study on EEG signals of dysgraphia children in relaxing and writing moods. International Journal of Biomedical Research, 4(1), 45-49.
  • Park, Y., Ambrose, G., Coleman, M. B., & Moore, T. C. (2017). The effects of teacher directed writing instruction combined with SOLO literacy suite. Journal of Computer Assisted Instruction, 33(1), 20–34. https://doi.org/10.1177/1053451215589179 10.1111/jcal.12163
  • Polat, E., & Hopcan, S. (2019). Teachers’ Acceptance of MIT App Inventor as an Educational Mobile Application Development Tool. Kastamonu Education Journal, 27(6), 2459-2466. https://doi.org/10.24106/kefdergi.3300
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Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Elif Polat 0000-0002-6086-9002

Ebru Albayrak 0000-0003-1327-9576

Sinan Hopcan 0000-0001-8911-3463

Yunus Emre Baştuğ 0000-0002-1961-9888

Simge Cepdibi Sıbıç 0000-0002-7783-7058

Esra Örs 0000-0001-5011-7205

Hava Ayaşlı 0000-0003-4109-7665

İrfan Başkurt 0000-0003-4109-7665

Proje Numarası Project number: SBA-2021-35496
Erken Görünüm Tarihi 22 Ağustos 2023
Yayımlanma Tarihi 1 Eylül 2023
Kabul Tarihi 18 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 5

Kaynak Göster

APA Polat, E., Albayrak, E., Hopcan, S., Baştuğ, Y. E., vd. (2023). Are Existing Mobile Writing Applications for Writing Difficulties Sufficient?. Participatory Educational Research, 10(5), 19-40. https://doi.org/10.17275/per.23.73.10.5
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